Research objectives: Based on theoretical studies teacher development to meet the requirements of preschool education for children age 5 and examine the current state of development of preschool teachers in the Central Highlands provinces meet the requirements of universal preschool education for children 5 years old.

There is increased interest in California and other states in providing universal access to publicly funded high-quality preschool education for one or two years prior to kindergarten entry. In considering such a program, policymakers and the public focus on the potential benefits from a universal preschool program, as well as the

In all of history, no children have had more money of their own, more pressure to spend it, and less guidance in how to do it than the kids of America at the dawn of the 21st century. “Today, more than ever, children must learn about money, for it is both a source of confusion and an indispensable tool they must learn to use.” Those words made a lot of sense back in 1950, in a Kiplinger’s magazine article entitled “Will Your Child Know the Value of a Dollar?” And they're even more true today....

In all of history, no children have had more
money of their own, more pressure to spend it,
and less guidance in how to do it than the kids of
America at the dawn of the 21st century.
“Today, more than ever, children must learn
about money, for it is both a source of confusion and
an indispensable tool they must learn to use.” Those
words made a lot of sense back in 1950, in a Kiplinger’s
magazine article entitled “Will Your Child Know the
Value of a Dollar?” And they're even more true today....

The data described above allow us to calculate the number of
years of a given student’s early childhood in which television sig-
nals were available. In order to make the magnitudes we measure
in the analysis below more easily interpretable, we will also use
data on the rate at which television ownership actually diffused
among households in each county. We will use the term televi-
sion exposure to refer to the expected number of years a child’s
household owned a television during the child’s preschool years.

We use heterogeneity in the timing of television’s introduction to different local
markets to identify the effect of preschool television exposure on standardized
test scores during adolescence. Our preferred point estimate indicates that an
additional year of preschool television exposure raises average adolescent test
scores by about 0.02 standard deviations. We are able to reject negative effects
larger than about 0.03 standard deviations per year of television exposure.

One area of cognitive development influenc-
ing children’s ability to learn from television is
the perception of video itself. Some research
suggests that children do not begin to discrim-
inate between television and real-life events
until the early preschool years. For example,
Leona Jaglom and Howard Gardner reported
qualitative observations of three children from
age two to five.

The aim of the present study was to explore the effects of health education program, related to
the identification of healthy and unhealthy nutritional habits, physical activities and hygiene in
children 4-5 years of age.
Method and material: 125 children participated in an education program for a period of two
months. For data collection, a specialized protocol was constructed with pictures in order to
evaluate the children’s knowledge about healthy behavior before and after the implementation
of the education program.

In this paper, we identify the effect of preschool exposure to
television on adolescent cognitive skills by exploiting variation in
the timing of television’s introduction to U.S. cities.
2 Most cities
ﬁrst received television between the early 1940s and the mid-
1950s. The exact timing was affected by a number of exogenous
events, most notably a four-year freeze on licensing prompted by
problems with the allocation of broadcast spectrum across cities.
Once it was introduced, television was adopted rapidly by fami-
lies with children.

There have been multiple studies of programs focused on positive youth outcomes in general and
on reproductive health behaviors in particular. Many programs show promising results, although
there have been few rigorous experimental replication studies. See the “what works” table at the
end of the chapter for details on specific programs.

We ﬁnd strong evidence against the view that childhood tele-
vision viewing harms the cognitive or educational development
of preschoolers. Our preferred point estimate indicates that an
additional year of preschool television exposure raises average
adolescent test scores by about 0.02 standard deviations. We are
able to reject negative effects larger than about 0.03 standard
deviations per year of television exposure.

The Teacher Guide for Classic Tales contains the information needed to teach the ten stories included in the domain, over the course of the school year. Unlike most domains in CKLA Preschool, the lessons for Classic Tales are not presented consecutively, but are interspersed throughout the school year. Each of the ten tales requires two days of instruction. The first day requires approximately twenty-five minutes of instruction, conducted by the teacher in either a whole-group setting or during learning center time.

This revision of the Global Strategy for Asthma
Management and Prevention again provides a unified text
as a source document. Each chapter contains separate
sections containing details and management advice for
specific age categories where these are considered
relevant. These age groups include children 5 years and
younger (sometimes called preschool age), children older
than 5 years, adolescents, adults, and the elderly.

Objectives: To determine the situation of acute upper respiratory infections in children aged 1 to 5 years preschool in Chuongmy district, Hanoi City. Subjects and methods: A crosssectional analytic study on 2,150 children aged 1 to 5 years was carried out from October 2014 to February 2015.